Current grading methodologies at Butler University heavily emphasize in-class participation, particularly verbal expression, as a required component for achieving good grades. However, studies at universities such as Stanford indicate that dependence on verbal participation in classrooms can marginalize quieter students and cause heightened stress and anxiety for those already struggling (Grob, 2013, Stanford Study). We as student's understand that effective learning is not synonymous with verbal domination of discussions. Non-verbal activities like attendance, attentiveness, and interaction with course content can also demonstrate understanding and engagement. By focusing on verbal contributions, we risk overlooking other forms of productive engagement that cater to diverse learning habits. Therefore, it is crucial that Butler University restructures class participation grading to no longer rely significantly on verbal participation. Doing so will ensure that all students, irrespective of their individual communication styles and preferences, are treated equitably in grading. Sign the petition to foster an inclusive learning environment at Butler University.